Skip to main content
Short courses & CPD
Education & Youth

English (Literacy) in the Education and Training Sector University Certificate in Postgraduate Professional Development

Our Level 7 UCPPD English (Literacy) in the Education and Training Sector is a part-time 20 credit course aimed at developing teachers who motivate and inspire their students to succeed and progress through the implementation of a range of innovative, creative and adaptive teaching strategies in English (literacy).


Course overview

This UCPPD will support trainees to develop a detailed knowledge of core curriculum areas in English (literacy) at all relevant levels. It will ensure that you are able to contextualise your knowledge and skills appropriately, and can apply your understanding of learning and teaching to your subject specialism thoughtfully and effectively. You will be encouraged to evaluate and critique policy and approaches at institutional, regional and national levels, and to explore the wider role of English (literacy) within the curriculum. The 20-credit course will support you to develop the skills and knowledge required to take an active part in driving and sustaining the embedding of English (literacy) across the curriculum

Download pdf


Course details

What you study

The structure of the UCPPD English (Literacy) in the education and training sector is designed to develop your knowledge and skills and enable you to fully meet key professional standards of the sector during your study.

This course consists of one 20 credit module Learning and Teaching in English (Literacy) (Level 7). It will be delivered via a series of face-to-face taught days across one academic year.

During this time you will be encouraged to contextualise your learning in relation to your practice experience.

You will receive tutorial support in order to negotiate the portfolio content.

How you learn

Learning and teaching are central to all aspects of this course. You are completing a higher education qualification, but are also a trainee teacher expected to apply the knowledge and skills you acquire to your own classrooms. All aspects of this course are therefore designed to support you to develop academically whilst also supporting the development of practical, professional expertise across a range of contexts.

A developmental perspective is adopted in which each individual’s previous experience, subject specialism, future career aspirations and personal goals are recognised, valued and accommodated. The experience is constructed as a journey in which you focus on the development of: your thinking about learning, teaching and assessment; your subject specialist knowledge within the context of your practice; your identity as a teacher; and your continued personal and professional development.

This course will adopt a range of specific approaches to learning and teaching, underpinned by a focus on ensuring that you:

  • are introduced to a wide variety of learning and teaching strategies and supporting theory;
  • experience the active modelling of learning and teaching strategies, engage in the collaborative evaluation of modelled practice, and develop your own professional observational skills;
  • are encouraged to develop a wide-ranging, independent and flexible approach to reflection and reflective practice to support your continued professional development and to meet the professional standards of the sector; and
  • experience a learning environment that is adaptive and responsive to your varied academic and professional needs.

How you are assessed

The course assessment strategy has been developed in conjunction with, and as a fully embedded part of, the wider learning and teaching strategy. Assessment on this course has been designed to assess your knowledge, professional skills, and ability to integrate the theoretical and the practical aspects of your experience.

Throughout the course, approaches to assessment are actively modelled for, and discussed with, you as an essential aspect of the developmental process. You are encouraged to evaluate assessment processes from the stand-point of a student and also from the stand-point of the professional.

Summative assessment for this course will take the form of a portfolio that will demonstrate your ability to link your subject specific development to your teaching. You will produce a range of lesson plans and resources covering a variety of areas of English (literacy) study, for a range of levels, and will write a commentary that helps them to provide and explore a rationale for your choices.


Entry requirements

Entry requirements

GCSE (or standard equivalent) in English and maths grade 4 (C) or above.

First degree (minimum of a 2:2). In exceptional cases if you do not meet this criterion but are able to demonstrate suitable significant experience and/or further study, you may be considered for the course.

A Postgraduate Certificate in Education (PGCE) or Professional Graduate Certificate in Education (ProfGradCertEd), or suitable equivalent teaching qualification (eg hold QTS via award only route).

Able to clearly demonstrate a Level 3 or equivalent ability in English (literacy). This may be through Level 3 qualifications, subject knowledge enhancement courses or through the first degree subject area.



Career opportunities

This 20 credit part-time course provides a clear progression route for qualified teachers from a number of subject specialisms to enhance their subject knowledge in relation to English (literacy) to support their professional development. This could lead to career opportunities teaching English (literacy) across a range of organisations in the education and training sector.

The course may support application for QTLS on completion, and also provide a clear progression route onto the MA Education and pathways.



2024/25 entry

Fee for applicants:

  • Length: 6 days
  • 6 days spread over 28 weeks
  • Start date: September

Apply online


Get in touch

Go to top menu